Preparing for Tenure at a Research-Intensive University

Boyce, Michael; Aguilera, Renato J.

doi:10.20944/preprints202012.0443.v1

Cited by 3 publications

(2 citation statements)

References 21 publications

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“…Rather, a high proportion of faculty cite time demands to create, evaluate, or implement OERs and/or active learning as reasons they persist with lecture‐based pedagogy (Michael 2007, Allen and Seaman 2014, Belikov and Bodily 2016, Griffiths et al 2020). A tendency for R1/R2 universities to emphasize research more strongly than teaching in tenure decisions (Boyce and Aguilera 2021), combined with consistently documented negative correlations between teaching loads and research productivity (Hardre et al 2011 and citations therein), may exacerbate perceived time costs associated with a shift toward active learning curricula. Such time tradeoffs and constraints have led to suggestions to incorporate active learning as a criterion for promotion and tenure (Stains et al 2018).…”

Section: Figmentioning

confidence: 99%

Peer‐Reviewed Embedded Pedagogy: A New Approach to Promote and Improve Active Learning in Science Education

Orr

Kirkegaard

2022

Bulletin Ecologic Soc America

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Active learning increases student performance in STEM disciplines. Open educational resources (OERs) offered by the Ecological Society of America and other entities offer free, accessible, and peer-reviewed active learning exercises in ecology and other fields. Here, we propose a new method, which we call peer-reviewed embedded pedagogy (PREP), to improve the creation, implementation, and quality of OERs. Under PREP, a research laboratory publishes an OER before, instead of after, the research that it is predicated upon goes to press and then embeds a link to the OER in the scientific manuscript. We describe four ways that PREP might incentivize the creation and use of OERs by research scientists and three ways that it could improve the quality of OERs for students. Together, these benefits address eight AAAS benchmarks in science education and offer a win-win situation for both students and the scientists who instruct them.

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Section: Figmentioning

confidence: 99%

Peer‐Reviewed Embedded Pedagogy: A New Approach to Promote and Improve Active Learning in Science Education

Orr

Kirkegaard

2022

Bulletin Ecologic Soc America

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“…This paper will focus on key aspects of the T&P process at Primarily Undergraduate Institutions (PUI) designated by the Carnegie Classifications system [ 1 ], including liberal arts colleges. An article by Boyce and Aguilera in this issue of BMC proceedings describes the process of applying for tenure at research-intensive R1/R2 institutions [ 2 ]. Foremost, a tenure at a PUI requires excellence in teaching, mentoring and a significant research component that engages undergraduates in meaningful ways leading to scholarly works and documented student success.…”

Section: Introductionmentioning

confidence: 99%

Preparing for tenure and promotion at PUI institutions

Vega

Hengartner

2021

BMC Proc

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In this paper, we discuss the importance for faculty to become familiar with the general guidelines for collecting, assembling and preparing a tenure and promotion (T&P) application or dossier at a Primarily Undergraduate Institution (PUI) and the critical role that mentoring plays throughout the T&P process. While key elements of the application process such as submission timelines and documentation guidelines are usually outlined in the faculty handbook of the specific institution, many aspects of assembling the dossier are not necessarily detailed in writing anywhere. Instead, there are important elements of the T&P process that typically rely on institutional knowledge and guidance that is often communicated informally. Junior faculty who have limited access to “informal communications” are at a significant disadvantage when they go through the T&P process even when they show accomplishments in teaching effectiveness, research, and service. The problem is especially important for women and underrepresented minority faculty in STEM disciplines that are less well represented among senior faculty in STEM. Senior faculty often serve as informal or formal mentors to their less seasoned colleagues. The goal of this article is to help demystify the T&P process by offering practical suggestions and describing some of the specific materials and steps that are an important part of documenting the development of a faculty member at a PUI.

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A guide to setting up and managing a lab at a research-intensive institution

Goldstein

Avasthi

2021

BMC Proc

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Postdocs who land faculty jobs at research-intensive institutions need to juggle several new large-scale tasks: identifying space and equipment needs for their lab, negotiating the hiring package, outfitting the lab with supplies, building a team, and learning to manage time in ways that can promote productivity and happiness. Here we share tips to help new hires think clearly about each of these tasks.

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Preparing for Tenure at a Research-Intensive University

Cited by 3 publications

References 21 publications

Peer‐Reviewed Embedded Pedagogy: A New Approach to Promote and Improve Active Learning in Science Education

Peer‐Reviewed Embedded Pedagogy: A New Approach to Promote and Improve Active Learning in Science Education

Preparing for tenure and promotion at PUI institutions

A guide to setting up and managing a lab at a research-intensive institution

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